Crianças surdas, humor e política educacional

Donna Jo Napoli, Rachel Louise Sutton-Spence

Resumo


As crianças surdas precisam de uma verdadeira inclusão para aprender, por um uso consistente das técnicas de aprendizagem visual. Isto é feito através de políticas de educação bilíngue com direitos linguísticos para usar a língua de sinais que permitem aos professores se engajar em pedagogia surda usando língua de sinais. Políticas educacionais que defendem a inclusão por meio de um intérprete na sala de aula integrada criam a “ilusão de inclusão”. Defendemos que, em ambos os casos, o humor pode ajudar na inclusão. A compreensão do humor é uma habilidade de desenvolvimento, relacionada à competência cognitiva, social, linguística e metalinguística. Além disso, aprender como compreender e produzir o humor contribui para o domínio da língua. No entanto, encontramos pouca discussão sobre humor na educação de surdos. Nós afirmamos que os alunos surdos têm o direito de aprender através do humor e da brincadeira na escola. Políticas educacionais e de direitos linguísticos devem refletir isso. Os educadores entendem que os jogos são importantes para a aprendizagem em qualquer idade e, especialmente, para os mais novos, onde brincar é aprendizagem, e aprender é brincadeira. Oferecemos exemplos de como modificar as atividades em sala de aula para aumentar a eficácia com as crianças surdas e ouvintes, da dança tornando os conceitos matemáticos visualmente aparentes, usando a língua de sinais criativa, e técnicas de mímica e teatro para ensinar fatos geológicos.


Palavras-chave


Educação surda; Humor; Políticas educacionais; Direitos linguísticos

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Referências


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DOI: https://doi.org/10.5902/1984686X38114

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